DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2a: Creating an Environment of Respect and Rapport

ELEMENT UNSATISFACTORY
Teacher Teacher interaction with at least some
Interaction with students is negative, demeaning,
Students sarcastic, or inappropriate to the age
or culture of the students. Students
exhibit disrespect for teacher.
Student Student interactions are characterized
Interaction by conflict, sarcasm, or put-downs.
L E V E L O F P E R F O R M A N C E
BASIC
Teacher-student interactions are
generally appropriate but may reflect
occasional inconsistencies,
favoritism, or disregard for students’
cultures. Students exhibit only
minimal respect for teacher.
Students do not demonstrate negative
behavior toward one another.
PROFICIENT
Teacher-student interactions are
friendly and demonstrate general
warmth, caring, and respect. Such
interactions are appropriate to
developmental and cultural norms.
Students exhibit respect for teacher.
Student interactions are generally
polite and respectful.
DISTINGUISHED
Teacher demonstrates genuine caring
and respect for individual students.
Students exhibit respect for teacher as
an individual, beyond that for the
role.
Students demonstrate genuine caring
for one another as individuals and as
students.

Component 2b: Establishing a Culture for Learning

ELEMENT UNSATISFACTORY
Importance of Teacher or students convey a
the Content negative attitude toward the content,
suggesting that the content is not
important or is mandated by others.
Student Pride in Students demonstrate little or no
Work pride in their work. They seem to be
motivated by the desire to complete a
task rather than do high-quality work.
Expectations for Instructional goals and activities,
Learning and interactions, and the classroom
Achievement environment convey only modest
expectations for student achievement.
L E V E L O F P E R F O R M A N C E
BASIC
Teacher communicates importance of
the work but with little conviction
and only minimal apparent buy-in by
the students.
Students minimally accept the
responsibility to “do good work” but
invest little of their energy in the
quality of the work.
Instructional goals and activities,
interactions, and the classroom
environment convey inconsistent
expectations for student achievement.
PROFICIENT
Teacher conveys genuine enthusiasm
for the subject, and students
demonstrate consistent commitment
to its value.
Students accept teacher insistence on
work of high quality and demonstrate
pride in that work.
Instructional goals and activities,
interactions, and the classroom
environment convey high
expectations for student achievement.
DISTINGUISHED
Students demonstrate through their
active participation, curiosity, and
attention to detail that they value the
content’s importance.
Students take obvious pride in their
work and initiate improvements in it,
for example, by revising drafts on
their own initiative, helping peers,
and ensuring that high-quality work
is displayed.
Both students and teacher establish
and maintain through planning of
learning activities, interactions, and
the classroom environment high
expectations for the learning of all
students.

Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson ASCD, Alexandria, Va.
 DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2c: Managing Classroom Procedures

L E V E L O F P E R F O R M A N C E
ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Management of Students not working with the teacher Tasks for group work are organized, Tasks for group work are organized, Groups working independently are
Instructional are not productively engaged in resulting in some off-task behavior and groups are managed so most productively engaged at all times,
Groups learning. when teacher is involved with one students are engaged at all times. with students assuming responsibility
group. for productivity.
Management of Much time is lost during transitions. Transitions are sporadically efficient, Transitions occur smoothly with little Transitions are seamless, with
Transitions resulting in some loss of instructional loss of instructional time. students assuming some
time. responsibility for efficient operation.
Management of Materials are handled inefficiently, Routines for handling materials and Routines for handling materials and Routines for handling materials and
Materials and resulting in loss of instructional time. supplies function moderately well. supplies occur smoothly, with little supplies are seamless with students
Supplies loss of instructional time. assuming some responsibility for
efficient operation.
Performance of Considerable instructional time is lost Systems for performing Efficient systems for performing Systems for performing
Non- in performing noninstructional duties. noninstructional duties are fairly noninstructional duties are in place, noninstructional duties are well
instructional efficient, resulting in little loss of resulting in minimal loss of established, with students assuming
Duties instructional time. instructional time. considerable responsibility for
efficient operation.
Supervision of Volunteers and paraprofessionals Volunteers and parprofessionals are Volunteers and paraprofessionals are Volunteers and paraprofessionals
Volunteers and have no clearly defined duties or do productively engaged during portions productively and independently make a substantive contribution to
Paraprofes- nothing most of the time. of class time but require frequent engaged during the entire class. the classroom environment.
sionals supervision.

Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson ASCD, Alexandria, Va.
 DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component 2d: Managing Student Behavior

L E V E L O F P E R F O R M A N C E
ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Expectations No standards of conduct appear to Standards of conduct appear to have Standards of conduct are clear to all Standards of conduct are clear to all
have been established, or students are been established for most situations, students. students and appear to have been
confused as to what the standards are. and most students seem to understand developed with student participation.
them.
Monitoring of Student behavior is not monitored, Teacher is generally aware of student Teacher is alert to student behavior at Monitoring by teacher is subtle and
Student and teacher is unaware of what behavior but may miss the activities all times. preventive. Students monitor their
Behavior students are doing. of some students. own and their peers’ behavior,
correcting one another respectfully.
Response to Teacher does not respond to Teacher attempts to respond to Teacher response to misbehavior is Teacher response to misbehavior is
Student misbehavior, or the response is student misbehavior but with uneven appropriate and successful and highly effective and sensitive to
Misbehavior inconsistent, overly repressive, or results, or no serious disruptive respects the student’s dignity, or students’ individual needs, or student
does not respect the student’s dignity. behavior occurs. student behavior is generally behavior is entirely appropriate.
appropriate.

Component 2e: Organizing Physical Space

L E V E L O F P E R F O R M A N C E
ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Safety and The classroom is unsafe, or the The classroom is safe, and classroom The classroom is safe, and the The classroom is safe, and students
Arrangement of furniture arrangement is not suited to furniture is adjusted for a lesson, or if furniture arrangement is a resource adjust the furniture to advance their
Furniture the lesson activities, or both. necessary, a lesson is adjusted to the for learning activities. own purposes in learning.
furniture, but with limited
effectiveness.
Accessibility to Teacher uses physical resources Teacher uses physical resources Teacher uses physical resources Both teacher and students use
Learning and poorly, or learning is not accessible adequately, and at least essential skillfully, and all learning is equally physical resources optimally, and
Use of Physical to some students. learning is accessible to all students. accessible to all students. students ensure that all learning is
Resources equally accessible to all students.

Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson ASCD, Alexandria, Va.